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Philippine Normal University

The National Center for Teacher Education


COLLEGE OF TEACHER DEVELOPMENT

OBE COURSE SYLLABUS


PNU Vision-Mission PNU shall become internationally recognized and nationally responsive teacher education university. As the
established producer of knowledge workers in the field of education, it shall be the primary source of high-
quality teachers and education managers that can directly inspire and shape the quality of Filipino students
and graduates in the country and the world.
PNU is dedicated to nurturing innovative teachers and education leaders.
PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership
in teacher education and nurture innovative teachers and education leaders imbued with values of truth,
excellence, and service. We commit to the continual growth of the University through compliance with
international Quality Standards and statutory and regulatory requirements. We shall achieve this through our
core functions of instruction, research, extension, and production.
PNU Visayas PNU Visayas as the Environment and Green Technology Education Hub commits to the protection and
Environmental Policy preservation of the environment and promotion of the renewable resources and clean energy technologies
Statement through education. The Campus further commits to integrate environmental management into its operational
(ISO 14001:2015) and decision- making processes, curricular programs, co-curricular activities, research and extension
endeavors through compliance with International Environment Standards and relevant statutory and regulatory
requirements.
FTD Goals The College of Teacher Development promotes the University’s mission of nurturing innovative teachers and
educational leaders. It is committed to:
1. Providing the best teacher preparation and development training to produce teachers who are strong in
content, grounded in the discipline and possess the technological and pedagogical knowledge to
effectively teach and lead in the on-going educational reforms at all levels of education;
2. Promoting quality instruction by ensuring a strong philosophical and conceptual foundations for the
teacher education curriculum programs to develop graduates with the following qualities: humane and
ethical educated person, reflective and responsive specialist, critical and creative technology expert and
transformative educator;
3. Advancing research in education by providing opportunities to students and faculty members of the
College to conduct research to produce and construct knowledge about teaching- learning, reflect and
make meaningful connections between theory and practice, solve problems and locate opportunities for
strategic actions; and
4. Promoting a culture of sharing by extending scholarship and expertise to other educational institutions and
agencies and establishing partnerships with communities and organizations involved in education.
Course Number 2S-ENG01
Course Title ESL/EFL FOUNDATIONS
Course Prerequisite None
Course Description Provides students with knowledge of the theoretical foundations of human communication, which bear
influence as teaching of the four macro components of language in terms of selection of content, preparation
of instructional materials, choice of methods and strategies and assessment of language skills.

Program Specialization GROUNDED IN THE THEORIES IN THE DISCIPLINE


Outcomes 1. Demonstrate thorough understanding on the theories of language, language
learning, second language acquisition.
2. Reflect on the implication of the different theories to English Language and
Literature Teaching.
Strong Disciplinal Content
1. Exhibit mastery of disciplinal content adaptive to the changing context of
multilingualism and English as international language.
EGTE Outcomes 1. Deep awareness and understanding of the science of environment and dynamics of human systems.
2. Values, attitudes, and disposition about the environment as manifested in their lifestyle and
advocacies.

Course Content
Session Course Learning Content Instructional Delivery Design Assessment
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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2018


Revision: 000
2

No./Duration Outcomes (preferably with


Face-to-Face Flexible Learning
focusing/essential
Activities Activities
questions)
Introduction
1  Course Orientation
 VMGO  Presentation and
 Orientation on the discussion by the
CLAYGO, Plastic course professor
Reduction, Energy and  Writing of Reaction Paper
Water Conservation Reaction Paper Rubric
Policies.  Discussion by
 Gender and Development the course
(GAD) professor
 Seven Environmental
Principles
 Explain the Basic Concepts and Round Table Reflective Essay Rubric
2-3 concepts and Issues of Second discussion
issues of Second Language Teaching
Language
Teaching/Learning  What is language?
 How do we learn a
language?
 How should we teach
language?
 What is ESL?
 What is Gender Fair
Language

 Identify the different How do theories of Lecture and  Making of Rubrics


4-8 theories involved in Language Acquisition and Infographic
language learning. Learning guide you in Collaborative Materials
understanding the teaching discussion and
of the language in the presentation
Philippines?

Theories on Language
Acquisition/Theories on
Language Learning

1. Behaviorist Theory

2. Narivist/Mentalist/Innati
st Theory

3. Contrastive Analysis
Hypothesis

4. Interlanguage Theory

5. Critical Period
Hypothesis

6. Vygotsky’s
Sociocultural Theory

7. McLaughlin’s Attention-
Processing Model

8. Individual Learning
Differences

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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2018


Revision: 000
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Content Instructional Delivery Design Assessment


Session Course Learning (preferably with
Face-to-Face Flexible Learning
No./Duration Outcomes focusing/essential
Activities Activities
questions)
9. Theory (Krashen’s
Theory on Second
Language Acquisition
• The acquisition learning
hypothesis
• the monitor hypothesis,
• the natural order
hypothesis,
• the input hypothesis,
and
• the affective filter
hypothesis.

 State the legal Why there is a need for a A debate on the  Position Paper Rubrics
9-10 underpinnings of pre-service teacher to learn issues of MTB-
bilingual education the concepts of MLE
in the Philippines. Bilingualism/Multilingualism?
Explain the model of
MTB-MLE in the
Philippine Context. BILINGUALISM &
MULTILINGUALISM
 Bilingual Education
Policy in the
Philippines: Dept. Ed.
Memo 25 series of
1974)
 Article XIV Section 7 of
the 1987 Constitution
 Other examples of
Bilingual/Multilingual
curriculum, its
implementing
guidelines, rationale,
and effects to learners

 The teaching of MTB-


MLE in the Philippines

 Other related terms:


Coordinate and
Compound Bilinguals

COGNITIVE THEORIES OF
BILINGUALISM

 Balanced Theory
(Common Underlying
Language Proficiency)

 BICS (Basic
Interpersonal

 Communication
Strategies) & CALP
(Cognitive Academic
Language Proficiency

 Thresholds Theory
-
11-12  Differentiate the How do models in
Collaborative  Making of Rubrics
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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2018


Revision: 000
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Content Instructional Delivery Design Assessment


Session Course Learning (preferably with
Face-to-Face Flexible Learning
No./Duration Outcomes focusing/essential
Activities Activities
questions)
various language communicative competence Brainstorming and interactive
teaching differ from each other, and it Presentation of Videos
models/frameworks what way they are similar? theories of
that have been Communicative
introduced. THEORIES OF Competence
 COMMUNICATIVE
COMPETENCE

 Noam Chomsky’s
Model

 Dell Hyme’s Model

 Canale and Swain’s


Model

 Lyle Bachman’s Model

13 Midterm Examination
SOCIOLINGUISTIC   
14-15 PERSPECTIVES

 Pidginization and
Creolization
 Acculturation
 Register
 Style

 formulate a How is teaching ESL in the Lecture and Lesson/PedPlan Rubrics


16-20 teaching framework Philippines similar and Collaborative
from the different different from other discussion
theories an models Countries?
discussed in class
 Design a language What are current trends in
Pedagogical Plan teaching ESL in the
Philippines?

Methods and Approaches


in Teaching ESL

Review on Approach,
Methods and Strategies in
Second Language
Teaching and Learning

 Grammar-Translation
Method
 Direct Method
 Audio-Lingual Method,
 Silent Way
 Suggestopedia
 Community Language
Learning
 Total Physical
Response Method
 Communicative
Approach
 Task-based Language
Teaching

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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2018


Revision: 000
5

Content Instructional Delivery Design Assessment


Session Course Learning (preferably with
Face-to-Face Flexible Learning
No./Duration Outcomes focusing/essential
Activities Activities
questions)

 Design the task- How does the knowledge of Think-pair-share Online Task- Rubrics
20-23 based language language testing and activity based Language
assessment assessment help teachers Assessment
improve his/her
instruction/leaning of the
students?

Language Testing and


Assessment

 Task-based
assessment in
language

 Assessing
Speaking
 Assessing
Listening
 Assessing Writing
 Assessing Reading

24 Final Examination

Sources of Information

Course References
References Brown, D. (2007). Principles of Language Teaching. NY: Pearson Education, Inc.
Nation, I., & Newton, J. (2009). Teaching ESL/EFL Speaking. UK: Routeledge.
Piasecka, L., & Tukiendorf, M. (2015). New Media and Perennial Problems in Foreign Learning and
Teaching. Switzerland: Springer International Publishing.
Shohama, E., & Or, L. (2017). Language Testing and Assessment. Switzerland: Springer International
Publishing.

Grading Requirements and their corresponding weights:


System
FLA 40%
Quizzes and Exercises 20%
Reflection Papers 20%
Teaching Framework 10%

Performance
Indicator and
Evidence of Course Performance Indicator Evidence of Performance Performance Standard
Performance
Explain the concepts and issues of Second  Reflective Essay Essay Rubric:
Language Teaching/Learning  Completeness of content
 Language/Grammar
 Analysis of the issue
 Organization

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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2018


Revision: 000
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Performance
Indicator and
Evidence of Course Performance Indicator Evidence of Performance Performance Standard
Performance
Identify the different theories involved in  Infographic Materials on different Infographic materials
language learning. theories of Language Learning  Completeness of content
 Organization
 Visual Appeal

Differentiate the various language teaching  Interactive Videos on / Interactive Videos


models/frameworks that have been Advocacy Videos in English  Visual Appeal
introduced.  Content
Language Teaching
 Interactivity
various language teaching
models/frameworks

State the legal underpinnings of bilingual Position Paper on MTB-MLE in the Position Paper Rubric:
education in the Philippines. Philippines  Completeness of content
 Language/Grammar
 Analysis of the issue
Explain the model of MTB-MLE in the  Organization
Philippine Context.

Formulate a teaching framework from the  Lesson/Pedagogical Plan PedPlan Rubrics


different theories an models discussed in
class Use the rubrics for in-
campus
Design a language Pedagogical Plan

Understand task-based language  Online Language Assessment Language Assessment


assessment  Comprehensiveness
 Validity
 Consistency

a. Attendance
Course Policies
 Attendance will be checked by the class secretary through an attendance sheet. Individual student signs the
attendance sheet. Fifteen minutes after the class has started, secretary must mark (X) the corresponding box
of those who are absent; (T) for those who come in late.
 Two times tardy in coming to class would be considered as one session absence.
 Attendance would be considered when rating class participation.
 Attendance, during flexible meetings, will not be checked, since the meeting is informal, i.e., the learning
activities of the students vary depending on the specific concern or need of the group with regard to their
portfolio requirement. The possible group activities during flexible meetings are as follows: doing library work
for the actual search for reference on item writing, working at a computer laboratory for the computerization
of constructed evaluation instrument, consulting the course professor or a subject specialist on the validity of
the instrument, trying out the instrument in the field, etc.
 Within-group evaluation, which is 10% of the grade on class participation, will take care of the actual
participation/collaboration of the student in activities during classroom or out-of-class group meetings.
 Attendance would be checked to monitor if a student is still part of the class. For absentee students, the
university policy in dropping a student from the course would be strictly observed.

b. Examination

 All examinations will be announced


 There will be no make-up exams, unless the student presents evidence showing the validity of his/her
absence.

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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2018


Revision: 000
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Prepared by: Approved by:

RUEL T. BONGANCISO, PhD


Faculty ALBERTO A. RICO, PhD
Associate Dean

Date: June 1, 2019


Dr. DESIREE B. CACERES, EdD
Dean

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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2018


Revision: 000